Socratic seminars: promoting critical thinking and active discussion

Kontext / Contexte

This workshop consists of three one-hour sessions. The first session will be an introduction to the Socratic method and how it can be used to engender critical thinking and genuine discussion of texts the students are studying. We will compare this method with didactic teaching and contrast the uses of each approach. We will then look at how to set up a Socratic seminar with students, with a particular focus on the physical set-up, on the importance of using students as co-leaders, and on what makes effective discussion questions. During the second session, participants will be asked to take part in a Socratic seminar, so they can get a sense of how the dynamic works for those involved. The final session will provide opportunities for participants to practise and refine the skills they will need to run an effective Socratic seminar.

Zielsetzung / Objectifs

Knowledge:
To provide a rationale for the use of Socratic seminars as a way of developing independent thought and critical thinking.
To understand the dynamics of a Socratic seminar from a participant’s point of view.

Know-how:
To train participants in the use of the Socratic method with their students, and to contrast this with more didactic approaches.
To train participants how to set up and run a Socratic seminar.
To practice writing thought-provoking questions.
To practice using follow-up questions to help students question, clarify, and refine their thinking.

Posture:
The participants will be able to understand the role of co-leaders and how to train them.

Inhalt / Contenu

* Session 1: Text reading
- read the short story “The Cathedral,” by Raymond Carver ( task explained in detail in Moodle)

* Session 2: The Socratic method and applying it to seminars
- what is the socratic method?
- contrasting the socratic method with didactic approaches to teaching and learning
- running a socratic seminar – practical considerations
- the four rules of socratic discussion
- using co-leaders
- three types of question: fact, interpretation, or evaluation?
- the qualities of a good discussion question and the uses of follow-up questions.

* Session 3: A Socratic seminar on “Cathedral,” by Raymond Carver
- what is it like to take part in a socratic seminar?
- how is this different from a regular discussion?
- what is the role of the teacher?
- what is good practice and what is bad practice?
- evaluation and feedback.

* Session 4: Practice activities
- using pre-prepared discussion questions
- forms of follow-up questions
- common problems and solutions
- could this work with your class?
- issues and adaptations.

Arbeitsformen / Approche méthodologique

* Session 1: Self-learning approach
- analyzing and reading task.

* Session 2: The Socratic method and Socratic seminars
- during the first part of the session there will be an informal input session and opportunity to discuss and ask questions about the nature of a socratic seminar and the practical considerations in setting one up
- there will also be group discussion and feedback on the differences between a didactic methodology and a more exploratory approach which empowers the students
- participants will do a sorting exercise in which they assign sample questions to one of three categories
- participants will be asked to compose questions based on short prose paragraphs or poems.

* Session 2: A Socratic seminar on “The Cathedral,” by Raymond Carver
- during this session, there will be a brief review of the pre-prepared short story “cathedral” by Raymond Carver
- the participants will then be asked to join a socratic seminar in which they will explore their thoughts and ideas about the text
- there will then be an opportunity for them to provide feedback on the activity.

* Session 3: Practice activities
- in small groups, participants will experiment with using their session 2 questions to generate discussion
- as a class, we will explore some common problems that arise and how these may be addressed
- finally, there will be an opportunity for participants to feedback their thoughts on the use of socratic seminars with their students, and to discuss practical issues, potential adaptations and tailoring of the technique to specific classes and classroom contexts.

Referent, Referentin / Formateur, formatrice

Mike Turner, director at English in Action (Canterbury, Kent), BEd Speech and Drama, MA Applied linguistics, MA Creative writing, drama teacher, stage manager, actor, lecturer in creative writing